Race, racial projects, and mathematics education

Journal for Research in Mathematics Education

Volumn 44, Issue 1, 2013, Pages 316-333

  Martin, Danny Bernard ^a  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

Critical theory; Knowledge; Race ethnicity SES; Social and cultural issues

Indexed keywords

EID: 84873855865     PISSN: 00218251     EISSN: None     Source Type: Journal    
DOI: 10.5951/jresematheduc.44.1.0316     Document Type: Conference Paper

References (90)

1. Alba, R., & Nee, V. ( 1997). Rethinking assimilation theory for a new era of immigration. International Migration Review, 31, 826-875
2. Allen, R. L. ( 2001). The globalization of white supremacy: Toward a critical discourse on the racialization of the world. Educational Theory, 51, 467-485. doi;10.1111/j.1741-5446.2001.00467.x
3. Allen, R. L. ( 2005). Whiteness and critical pedagogy. In Z. Leonardo (Ed.), Critical pedagogy and race (pp. 53-68). Malden, MA: Blackwell.
4. Anderson, S. E. ( 1990). Worldmath curriculum: Fighting eurocentrism in mathematics. Journal of Negro Education, 59, 348-359.
5. Ansley, F. L. ( 1997). White supremacy (and what we should do about it). In R. Delgado and J. Stefancic (Eds.), Critical White studies: Looking behind the mirror (pp. 592-595). Philadelphia, PA: Temple University Press.
6. Apple, M. ( 1992). Do the standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412-431. http://www.nctm.org/ publications/jrme.aspx
7. Apple, M. W. ( 2000). Mathematics reform through conservative modernization? Standards, markets, and inequality in education. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 243-259). Westport, CT: Ablex.
8. Atweh, B., & Clarkson, P. ( 2001). Internationalisation and globalisation of mathematics education: Towards an agenda for research/action. In B. Atweh, H. Forgasz, & B. Nebres (Eds.), Sociocultural research on mathematics education: An international perspective (pp. 77-94). Mahwah, NJ: Erlbaum.
9. Atweh, B., Calabrese-Barton, A., Borba, M. C., Gough, N., Keitel, C., Vistro-Yu, C., & Vithal, R. (Eds.). ( 2008). Internationalisation and globalization in mathematics and science education. Dordrecht, the Netherlands: Springer.
10. Boaler, J. (Ed.). ( 2000). Multiple perspectives on mathematics teaching and learning. Westport, CT: Ablex.
11. Bell, D. A. ( 1980). Brown v. board of education and the interest-convergence dilemma. Harvard Law Review, 93, 518-533.
12. Bell, D. A. ( 2004). Silent covenants: Brown ν. Board of Education and the unfulfilled hopes for racial reform. New York, NY: Oxford University Press.
13. Berry, B., & Bonilla-Silva, E. ( 2008). "They should hire the one with the best score": White sensitivity to qualification differences in affirmative action hiring decisions. Ethnic and Racial Studies, 31, 215-242. doi:10.1080/01419870701337619
14. Bonilla-Silva, E. ( 2001). White supremacy and racism in the post-civil rights era. Boulder, CO: Lynne Reinner.
15. Bonilla-Silva, E. ( 2003). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. Lanham, MD: Rowman & Littlefield.
16. Bonilla-Silva, E., Lewis, A., & Embrick, D. G. (2004). "I did not get that job because of a Black man . . . ": The story lines and testimonies of color-blind racism. Sociological Forum, 19, 555-581. doi:10.1007/s11206-004-0696-3 (Pubitemid 40190143)
17. Bulmer, M., & Solomos, M. (Eds.). ( 2004). Researching race and racism. New York, NY: Routledge.
18. Case, J. ( 2009). What role did mathematical models play in the financial crisis? SIAM News, 42( 7), 1-9. http://www.siam.org/news/news.php?id=1626
19. Conference Board of the Mathematical Sciences. ( 2001). The mathematical education of teachers. Providence, RI, and Washington, DC: American Mathematical Society and Mathematical Association of America.
20. D'Ambrosio, U. ( 1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5( 1), 44-48.
21. D'Ambrosio, U. ( 1990). The role of mathematics education in building a democratic and just society. For the Learning of Mathematics, 10( 3), 20-23.
22. Delgado, R. ( 2002). Explaining the rise and fall of African-American fortunes: Interest convergence and civil rights gains. Harvard Civil Rights-Civil Liberties Law Review, 37, 369-387.
23. Domestic Policy Council. ( 2006). American competitiveness initiative. Washington, DC: U.S. Government Office of Science and Technology Policy.
24. Dowling, P. ( 1998). The sociology of mathematics education. London, England: Falmer.
25. Ernest, P. ( 1991). The philosophy of mathematics education. London, England: RoutledgeFalmer.
26. Ernest, P. ( 2009). Mathematics education ideologies and globalization. In P. Ernest, B. Greer, & B. Sriraman (Eds.), Critical issues in mathematics education (pp. 67-110). Charlotte, NC: Information Age.
27. Essed, P., & Goldberg, D. (Eds.). ( 2002). Race critical theories. Maiden, MA: Blackwell.
28. Feagin, J. R., Vera, H., & Imani, N. ( 1996). The agony of education: Black students at white colleges and universities. New York, NY: Routledge.
29. Frankenstein, M. ( 1995). Equity in mathematics education: Class in the world outside the class. In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education (pp. 165-190). Cambridge, England: Cambridge University Press.
30. Giroux, H. A. ( 2006). Spectacles of race and pedagogies of denial: Antiblack racist pedagogy. In D. Macedo & P. Gounari (Eds.), The globalization of racism (pp. 68-93). Boulder, CO: Paradigm.
31. Gutiérrez, R. ( 2000). Advancing African-American, urban youth in mathematics: Unpacking the success of one math department. American Journal of Education, 109, 63-111.
32. Gutiérrez, R. ( 2008). A "gap-gazing" fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39, 357-364.
33. Gutiérrez, R. ( 2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44, 37-68.
34. Gutstein, E. ( 2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34, 37-73.
35. Gutstein, E. ( 2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York, NY: Routledge.
36. Gutstein, E. ( 2007). Connecting community, critical, and classical knowledge in teaching mathematics for social justice. In B. Sriraman (Ed.), The Montana Mathematics Enthusiast, Monograph 1: International perspectives on social justice in mathematics education (pp. 109-118). Charlotte, NC: Information Age.
37. Gutstein, E. ( 2008). The political context of the national mathematics advisory panel. The Montana Mathematics Enthusiast, 5, 415-422. http://www.math.umt.edu/tmme/vol5no2and3/ TMME-vol5nos2and3-a21-pp.415-422.pdf
38. Gutstein, E. ( 2009). The politics of mathematics education in the US: Dominant and counter agendas. In B. Greer, S. Mukhopadhyay, A. B. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 137-164). New York, NY: Routledge.
39. Haymes, S. ( 2002). Race, pedagogy, and paolo freire. Philosophy of Education, 151-159. http://ojs. ed.uiuc.edu/index.php/pes/article/view/1807/517
40. Joseph, G. G. ( 1987). Foundations of eurocentrism in mathematics. Race & Class, 28( 3), 13-28. doi: 10.1177/030639688702800302
41. Katznelson, I. ( 2005). When affirmative action was white: An untold history of racial inequality in twentieth-century America. New York, NY: W.W. Norton.
42. Klein, D. ( 2003). A brief history of American K-12 mathematics education in the 20th century. In J. Royer (Ed.), Mathematical cognition: A volume in current perspectives on cognition, learning, and instruction (pp. 175-225). Charlotte, NC: Information Age.
43. Leonard, J. ( 2008). Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. New York, NY: Routledge.
44. Lerman, S. ( 2000). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19-44). Westport, CT: Ablex.
45. Macedo, D., & Gounari, P. (Eds.). ( 2006). The globalization of racism. Boulder, CO: Paradigm Publishers.
46. Malloy, C.E. ( 2002). Democratic access to mathematics through democratic education. In L. D. English (Ed.), Handbook of international research in mathematics education (pp. 17-25). Mahwah, NJ: Erlbaum.
47. Martin, D. ( 2003). Hidden assumptions and unaddressed questions in mathematics for all rhetoric. The Mathematics Educator, 13( 2), 7-21. http://math.coe.uga.edu/tme/Issues/v13n2/v13n2.Martin.pdf
48. Martin, D. ( 2008). E(race)ing race from a national conversation on mathematics teaching and learning: The national mathematics advisory panel as white institutional space. The Montana Mathematics Enthusiast, 5( 2& 3), 387-398. http://www.math.umt.edu/tmme/vo15no2and3/TMMEvo15nos2and3-a19-pp.387- 398.pdf
49. Martin, D. ( 2009a). Does race matter? Teaching Children Mathematics, 16, 134-139. http://www. nctm.org/publications/tcm.aspx
50. Martin, D. B. ( 2009b). Liberating the production of knowledge about African American children and mathematics. In D. B. Martin (Ed.), Mathematics teaching, learning, and liberation in the lives of Black children (pp. 3-38). London, England: Routledge.
51. Martin, D. ( 2009c). Researching race in mathematics education. Teachers College Record, 111, 295-338. http://www.tcrecord.org
52. Martin, D. B. ( 2010). Not-so-strange bedfellows: Racial projects and the mathematics education enterprise. In U. Gellert, E. Jablonka, & C. Morgan (Eds.), Proceedings of the sixth International Mathematics Education and Society Conference (Vol. 1, 57-79). Berlin, Germany: Freie Universität Berlin.
53. Martin, D. ( 2011). What does quality mean in the context of white institutional space? In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp. 437-450). New York, NY: Springer.
54. Martin, D., & Gholson, M. ( 2012). On becoming and being a critical black scholar in mathematics education: The politics of race and identity. In W.-M. Roth & L. Verschaffel (Series Eds.), O. Skovsmose & B. Greer (Eds.), New Directions in Mathematics and Science Education: Vol. 23. Opening the cage: Critique and politics of mathematics education (pp. 203-222). Rotterdam, the Netherlands: Sense.
55. McGee, E. O. ( 2009). Race, identity, and resilience: Black college students negotiating success in mathematics and engineering (Unpublished doctoral dissertation). University of Illinois at Chicago, Chicago, IL.
56. Miles, R. ( 1988). Racialization. In E. Cashmore (Ed.), Dictionary of race and ethnic relations ( 2nd ed., pp. 246-247). London, England: Routledge.
57. Miles, R., & Brown, M. ( 2003). Racism ( 2nd ed.). London, England: Routledge.
58. Moore, W. L. ( 2008). Reproducing racism: White space, elite law schools, and racial inequality. New York, NY: Rowman & Littlefield.
59. Moses, R. P., & Cobb, C. E. ( 2001). Radical equations: Math literacy and civil rights. Boston, MA: Beacon Press.
60. Mosse, G. L. ( 1995). Racism and nationalism. Nations and Nationalism, 1, 163-173. doi:10.1111/ J.1354-5078.1995.00163.X
61. Nasir, N. S., & Shah, N. ( 2011). On defense: African American males making sense of racialized narratives in mathematics education. Journal of African American Males in Education, 2, 24-45. http:// journal of africanamericanmales.com/wp-content/uploads/downloads/2011/02/On-Defense.pdf
62. National Academy of Sciences, National Academy of Engineering, & Institute of Medicine of the National Academies. ( 2005). Rising above the gathering storm: Energizing and employing America for a brighter economic fiiture. Washington, DC: National Academy Press.
63. National Commission on Excellence in Education. ( 1983). A nation at risk: The imperative for educational reform. Washington, DC: Government Printing Office. http://www.csus.edu/indiv/1/langd/ Nation-at-Risk.pdf
64. National Council of Teachers of Mathematics. ( 1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
65. National Council of Teachers of Mathematics. ( 2000). Principles and standards for school mathematics. Reston, VA: Author.
66. National Governors Association Center for Best Practices & Council of Chief State School Officers. ( 2010). Common core state standards for mathematics. Washington, DC: Author.
67. National Research Council. ( 1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: Author.
68. National Science Board. ( 2003). The science and engineering workforce: Realizing America's potential. Arlington, VA: National Science Foundation.
69. Newson, J. ( 1998). The corporate-linked university: From social project to market force. Canadian Journal of Communication, 25( 1), 107-124. http://www.cjc-omine.ca/index.php/journal/article/ view/1026/932
70. Nielsen, R. H. ( 2003). How to do educational research in university mathematics? The Mathematics Educator, 13, 33-40. http://math.coe.uga.edu/tme/ Issues/v13nl/v13n1.Nielsen.pdf
71. Omi, M., & Winant, H. ( 1994). Racial formation in the United States. New York, NY: Routledge.
72. Powell, A. B. ( 2002). Ethnomathematics and the challenges of racism in mathematics education. In P. Valero & O. Skovsmose (Eds.), Proceedings of the Third International Mathematics Education and Society Conference (pp. 1-13). Copenhagen, Denmark: Centre for Research in Learning Mathematics.
73. Powell, A. B., & Frankenstein, M. (Eds.). ( 1997). Ethnomathematics: Challenging Eurocentrism in mathematics education. Albany, NY: State University of New York Press.
74. Raimi, R. ( 2005, August). Brief chronology and dramatis personae of the new math. Retrieved July 1, 2010 from http://www.math.rochester.edu/people/ faculty/rarm/chron.html
75. RAND Mathematics Study Panel. ( 2003). Mathematics proficiency for all students: Toward a strategic research and development program in mathematics education. Santa Monica, CA: RAND.
76. Rist, R. C. ( 1978). The invisible children: School integration in American society. Cambridge, MA: Harvard University Press.
77. Skovsmose, O. ( 1994). Toward a philosophy of critical mathematics education. Dordrecht, the Netherlands: Kluwer.
78. Skovsmose, O., & Valero, P. ( 2001). Breaking political neutrality: The critical engagement of mathematics education with democracy. In B. Atweh, H. Forgasz, & B. Nebres (Eds.), Socio-cultural aspects of mathematics education: An international research perspective (pp. 37-56). Mahwah, NJ: Erlbaum.
79. Skovsmose, O., & Valero, P. ( 2002). Democratic access to powerful mathematical ideas. In L. D. English (Ed.), Handbook of international research in mathematics education: Directions for the 21st century (pp. 383-407). Mahwah, NJ: Erlbaum.
80. Spencer, J. A. ( 2009). Identity at the crossroads: Understanding the practices and forces that shape African American success and struggle in mathematics. In D. B. Martin (Ed.), Mathematics teaching, learning, and liberation in the lives of Black children (pp. 200-230). New York, NY: Routledge.
81. Sriraman, B. (Ed.). ( 2007). International perspectives on social justice in mathematics education. Charlotte, NC: Information Age.
82. Stinson, D. ( 2009). Negotiating sociocultural discourses: The counter-storytelling of academically and mathematically successful African American male students. In D. B. Martin (Ed.), Mathematics teaching, learning, and liberation in the lives of Black children (pp. 265-288). London, England: Routledge.
83. Stinson, D. ( 2011). "Race" in mathematics education: Are we a nation of cowards? Journal of Urban Mathematics Education, 4( 1), 1-16.
84. Tate, W. F. ( 1997). Brown, sputnik, and mathematics reform: Lessons from the past. In C. Teddlie & K. Lomotey (Eds.), Readings on Equal Education: Vol. 14. Forty years after the Brown decision: Social and cultural effects of school desegregation (pp. 251-264). New York, NY: American Mathematical Society.
85. Tate, W., & Rousseau, C. ( 2002). Access and opportunity: The political and social context of mathematics education. In L. D. English (Ed.), Handbook of international research in mathematics education (pp. 271-300). Mahwah, NJ: Erlbaum.
86. U.S. Department of Education. ( 1997). Mathematics equals opportunity. Washington, DC: U.S. Government Printing Office.
87. U.S. Department of Education. ( 2008). Foundations of success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Government Printing Office.
88. Valero, P., & Zevenbergen, R. (Eds.). ( 2004). Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology. Dordrecht, the Netherlands: Kluwer.
89. Weissglass, J. ( 2002). Inequity in mathematics education: Questions for educators. The Mathematics Educator, 12( 2), 34-39. http://math.coe.uga.edu/tme/ Issues/v12n2/v12n2.Weissglass.pdf
90. Winant, H. ( 2004). The new politics of race: Globalism, difference, justice. Minneapolis, MN: University of Minnesota Press.